Pooping Cow

 

In this activity, students will investigate the digestive process of ruminant animals. This activity is intended as a springboard for a unit on animal and human body systems.

 

 

 

Activity Details

 

Grade Level: 6-8

 

 

Age: 12-15

 

 

Content: Biology, animal/human body systems, digestion

 

 

Objectives:

• This activity was created as a springboard for the study of human body systems.

• Students will study the digestive processes of ruminant animals.

• Students will compare the human digestive system to that of ruminant animals.

• Students will demonstrate their understanding in the creation of stop action movies.

 

Activity Overview

 

In the Classroom:

(3-4 class periods)

 

1. Students research the digestive processes of ruminant animals (ex: cattle, goats, sheep, camels, alpacas, llamas, giraffes, bison, buffalo, European bison, yaks, water buffalo, deer, wildebeest and antelope).  Students compile important information on a communal research chart.

(6-7 class periods)

 

2. Divide students into groups of 4.  Each group should pick a specific ruminant animal to study.  (There seems to be the most easily accessible information on cows, but other ruminants are encouraged.)
3. Groups should plan out their movie in detail with a storyboard.
4. Using a large piece of butcher paper, each group should construct the set of their movie.  Students are encouraged to be creative, but a good place to start is an outline of the animal and the major organs in its digestive system.
5. Tape the animal image to the wall, and secure the webcam on a table or desk facing the set.  Move the camera until the set fills the entire view of the camera.
6. Students should assemble the movable parts of their animation, set up and shoot the first frame.  Without moving the camera or the position of the set, students should continue to manipulate their set and shoot necessary frames.

Tips:

• Have students organize their work by assigning group roles from the beginning (these can change periodically, or stay the same for the entire project)
• Students should have a project plan, and set daily goals to keep them on track
• Movie making tips:

  •  When drawing the sets for their movies, students should plan ahead for moving parts like the jaw.  It might be beneficial to exclude these from the permanent set, and to add them in with adjustable / removable pieces.

  •  Labels for organs and other set components should be inserted along with their corresponding parts.  It is sometimes most effective for the labels to “pop-up” in the animation.  When they are a permanent part of the set, they tend to be either in the way or overlooked.

  •  Use adhesive putty (“Fun Tak”) or tape to easily move and stick movable parts of the animation.

 

Extensions:

• Have student groups become “experts” the other human body systems.  Each group is responsible for creating a life-size drawing complete with the necessary parts of their system.  They make an animated movie describing the processes in their system.  When presenting their work, students must answer their peers’ questions about the system.

 

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